The benefits of integrating farm experiences in school education are many and acknowledged by both practitioners and academics.

A working farm provides new outdoor learning contexts for children and brings into the classroom new themes and issues to be further explored using all the subjects in the curriculum.

Nonetheless this potentially fruitful collaboration is hindered by some aspects:  a) teachers need to be more aware of the potential of farms, while farmers need to discover their role as pedagogues;  b) both schools and farms need to plan, co-design, and implement together the activities in order to increase their quality and effectiveness.